Month: October 2021

“As part of my classes for my three week block I have picked up a Social Studies 30 course. This past week we have been discussing the concept of standard of living and looking at the different standards across Canada . I tried to introduce this concept from the perspective of the First Nations people of Canada and my class was very confused about the topic and in many cases made some racist remarks. I have tried to reintroduce the concept but they continue to treat it as a joke. The teachers at this school are very lax on the topic of Treaty Education as well as First Nations ways of knowing. I have asked my Coop for advice on Treaty Education and she told me that she does not see the purpose of teaching it at this school because there are no First Nations students. I was wondering if you would have any ideas of how to approach this topic with my class or if you would have any resources to recommend.” This is a real issue in schools. As you listen to Dwayne’s invitation/challenge, as you listen to Claire’s lecture and as you read Cynthia’s narrative – use these resources and your blog to craft a response to this student’s email, being sure to address the following questions:

I can see how approaching this topic could be a struggle in classes with little exposure to the concepts, other than the ideas they have brought from home. Students are like sponges for information, and if there is discussion in their homes and not schools, they will likely have one-sided beliefs, which can be the result of the racial comments and the lack of seriousness they give the topic. Claire Kreuger has stated that she firmly believes that there are four strands of Treaty Education that need to be understood by students, which helps their understanding. Those strands are treaty relationships, spirit and intent of treaties, historical content, and treaty promises and provisions. These strands could be a good place to start by introducing topics through Indigenous perspectives. The students then will have more knowledge about our connected history with Indigenous peoples. You can also look into Claire’s blog and video for valuable knowledge and ideas: http://clairekreuger.ca/ and http://clairekreuger.ca/class-videos/.

Teaching Treaty Education or First Nations, Metis, and Inuit Content and Perspectives will always be important to teach, even if there are few or no First Nations, Metis, Inuit students in the class. As stated in Dr. Dwayne Donald’s lecture, it is our history. Aboriginal people are being framed as highly cultural, and within this culture has morphed into racism. People think of culture as a disability, giving a reason why aboriginal students struggle in school. Then, on the other hand, students concerned “Canadian Canadians” believe they have no culture, which is also an issue. The biggest issue with this is that without learning about their culture, they cannot comprehend Indigenous problems today, and they have not engaged in the history of their culture that has led to the issues we face today. Teaching Treaty Education to all students, no matter the classroom setting, will help students engage in their and others’ cultures. With this, we can deconstruct the historical divide. As teachers, we need to enforce the idea that all students must learn Treaty Education, not just indigenous students, and routinely teaching Treaty Education will do this. It is everyone’s history.

To understand that “We are all treaty people” is to know that it is our story to tell because we must educate on the treaties. We are all treaty people because the treaties are the history of all Canadians from both sides of the agreement. The treaties are “a shared relationship from which both parties benefit and for which both bear responsibilities.” (pg.36), as said in “We Are All Treaty People.”

• “We Are All Treaty People”: The Contemporary Countenance of Canadian Curriculum Studies. Cynthia Chamber: We are all Treaty People

• “On What Terms Can We Speak?” Dr. Dwayne Donald : “On What Terms Can we Speak?”

• ECS 210, 8.4 Teaching Treaties Q &A. Claire Kreuger: Mike & Claire

What will culturally relevant pedagogy look like, sound like, feel like in your future classroom? What is culturally relevant pedagogy? Learning and how students are expected to learn are different in each culture. As educators, it is crucial to understand the different cultures in each classroom and use this knowledge to accommodate all students and have instructional practices. Culturally relevant pedagogy empowered all students as a collective. Critical literacy is similar in many ways, as it “encourages the deconstructing of power, values, and attitudes in texts and positions texts as a form of empowerment for some social groups” (A.E. Lopez, pg. 78). As a future educator, I will provide students with various literacies and knowledge about their society and the different social structures and cultures that make up such a society. To gain academic success and intellectual growth, I will provide students with “high-order problems” (78) that they must engage. Students must be confident and proud of their cultures, so as a teacher, it is my responsibility to engage in the different cultures of the classroom with my students, making them see their culture as a strength. What students will be learning will be relevant to their lives and experiences, not just particular students, but all students. Visually, this means that the classroom will be culturally diverse with imagery and literature, as a safe and open place to feel comfortable and strong in their individual and cultural identity. (Ann E. Lopez)

How will you, as a teacher, contribute to the sense of place for your future students? The art of music and music education is an incredible tool to develop students socially and emotionally, which is essential in students finding their sense of place. I want to contribute to a sense of place for my future students through music because it provides experiences that can remind students of their cultures, traditions, environments, building community and connections. Having a music class can give students skills that they will use in different aspects of their lives. It is vital, though, to support and acknowledge diverse ideas. Through a diverse music class that includes performances, beliefs, and values, I will give students opportunities to contribute to their communities. Music is a way they can be authentic and value all cultures of the community. “Students were actively able to participate in their music education in ways that honour the past and brighten the future.” (Brook, pg.301)

Lopez, A. E. (2011). English Teaching: Practice and Critique (4th ed., Vol. 10, pp. 75–93) [Review of English Teaching: Practice and Critique]. https://drive.google.com/file/d/1e9OEf6eaRHT3700UhF8L6M7SHbmszLQN/view

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Julia Brook (2013) Placing elementary music education: a case study of a Canadian rural music program, Music Education Research, 15:3, 290-303, DOI: 10.1080/14613808.2013.779641 https://doi.org/10.1080/14613808.2013.779641

John Dewey and the Challenge of Progressive Education: How can we understand new educational trends in relation to the global network context? How may we build upon and direct these new educational trends to realize the contemporary democratic aspirations of a global network society? 

During the nineteenth century the social trends of industrial production were everywhere in America’s networks. The Factory system was changing America’s cities, neighbourhoods and homes including every member of the family, even the young children. Schools everywhere made adjustments to their classrooms such as fixed seating and mechanical recitations in order to “provide this basic grounding in real-world experience and social responsibility.”(74). This made it difficult for the teachers to introduce “progressive” education to the classroom. Progressive methods were educated on things that are no longer being engaged in at home.” This is why as Dewey explains why the new tendencies were gaining around classrooms. To build upon and direct these new educational trends was a challenge because schools and social structures were inhospitable to the progressive methods (Leonard J. Waks).

How do we now look at our contemporary education? Knowledge and what needs to be learned is constantly changing as our global networks change, therefore knowledge follows economy. Workers must not just possess knowledge, they must be “bodies of knowledge” so they know how to use it, act on it, and transform. (Leonard J. Waks). As Dewey states we absorb knowledge when we require the knowledge. The new educational trends are attempting to bring learning and the ever changing pattern of life, work, and global network societies parallel to each other. Items such as computers and educational technology are a part of the change, because students now have access to things out of the teachers control and as they become more popular schools and teachers have to start planning and teaching around the new technology. There are three different themes touched on explaining the educational trends in terms of contemporary democratic aspirations of a global network society, Structural Transformation, Nature and Child Instincts, and Embryonic Democracy. In the end, school systems should always be ready and willing to change and adapt. As well, be watching for the changes. Schools should not exclude up and coming social factors such as unemployment, poverty, depression and hopelessness because these are factors that are all making an increase.

There is a lot to think about in this article and definitely worth the read. It is interesting to see how much education trends link to global networks and society. The purpose of schools is to produce what the global networks society is in need of at the time, and everything is constantly evolving and improving meaning that trends are constantly changing. 

Curriculum is the blueprint and framework of schools, shaping students and learners to be successful adults, to benefit society. Although curriculum is heavily impacted by other aspects of society, those being mostly political reasons.  In the article “Curriculum Policy and the Politics of What Should be Learned in Schools” Ben Levin goes on to describe that politics is a large social process surrounding formal and informal influence (Levin). “Politics is about power.” (Levin,p.8), deciding who gets what they want and who will not, creating a social ladder. “ In every setting, from classroom to country, political influence is usually highly unequal, and those who have the least status tend also to have the least influence on political decision making.” (Levin. p.8), as he goes on to state that almost every educational decision is rooted as a political decision and process. The political process is all about interests. Educational policies are not made by the “basis of educational expertise.” (Levin, p.22) and that can lead to the failure of the intended results.

When reading The Saskatchewan Way – Professional-led Curriculum Development.pdf It is clear how complex the curriculum is and how difficult it is to meet all the needs of everyone involved. What is different about the Saskatchewan Way curriculum is that the government has been cooperating with those in the education field of work, when working on curriculum for years. The Saskatchewan teachers have taken the lead when it comes to planning and reviewing the Saskatchewan curriculum. Having actual education professionals benefits the Saskatchewan students. The Saskatchewan Way should be a guideline for others when it comes to curriculum.